The days teachers take off cause students more stress as a result. Furthermore, if year-round school was established, teachers will not be under as much pressure, which could impact the number of days they take off work positively. With year-round school teachers will have to spend less time reviewing and more time teaching lessons required by the government. Teachers need to follow guides and requirements for the classes they teach. They often feel rushed in teaching all the required information in one school year because of the time spent reviewing forgotten information (Priddy).
Soodak & Podell, 1996; Skaalvik & Skaalvik, 2007; Wheatley, 2005). On the basis of social cognitive theory, teacher self-efficacy could be defined as the belief of individual teachers in their own abilities to “plan, organize and carry out” activities to achieve established education goals (Skaalvik & Skaalvik, 2007). According to the induction of Høigaard, Giske, & Sundsli (2012), teachers with high self-efficacy tend to (a) hold a more open attitude to new ideas and experiment with new methods (Berman, McLaughlin, Bass, Pauly, & Zellman, 1977; Guskey, 1988; Stein &Wang, 1988); (b) present better capabilities in planning and organizing; (c) exhibit greater levels of teaching commitment and enthusiasm (Allinder, 1994); (d) be less strict to students who make mistakes and show more patience when working with students who are struggling (Ashton & Webb, 1986; Gibson & Dembo, 1984) and (e) experience a greater number of teacher flow experiences (Basom & Frase, 2004). Conversely, teachers with low self-efficacy are more likely to set rigid rules and negative sanctions in class to push students to study and are more pessimistic about the chance and ability of their students to make progress (Høigaard, Giske, & Sundsli, 2012). In addition, those low self-efficacy teachers have a
From adjusting their style of teaching to creating revamped lesson plans and getting familiar with new textbooks, to attending professional development meetings on and off campus, the transition has been a challenge. When most people think about mathematics, they think about computing numbers and symbols. Mathematics is more than just that, and the CCSS is making sure we are all aware of that fact. As discussed by Mongeau (2014) “By removing memorization standards and requiring teachers to cover fewer topics over the course of a year, the new standards are also meant to encourage teachers to spend more time on the underlying concepts behind mathematical concepts.” The end result of this will be that memorization will no longer be enough to meet the CCSS’s subject content. Teachers who are accustomed to using little math language to teach and talk about math concepts will now have to adapt.
It’s vital to a child’s learning experience that we as teachers watch what is going on at these stations. Our text clearly states, “Many students rush through the work at a center without really paying much attention. Teachers need to be alert to these problems and check the work of these students very carefully before allowing them to move on to a new learning center” or another assignment (Arends, 2009, p. 427). Late finishers are a little easier to address. Arends suggests that teacher’s should let these students have extra time on assignments either after school with teacher supervision, or at home for homework.
Everyone knows the phrase, “kick them while they are down.” Well, that’s exactly what homework does. After an exhausting day of school, hard-working students feel very tired when they arrive home. However, homework prevents students from getting their much needed rest and makes them feel even more weary. Yes, a few studies have shown that homework has led to a slight increase in grades. But does that small increase in grades worth making students suffer everyday after school?
In conclusion, social promotion ultimately hurts students far more than it helps. Social promotion creates perpetual cycles of unpreparedness for students as they continue to fall behind in classes. The better solution for struggling students is extra help and counseling. If a student struggles in a particular subject to the point of failure, they should be given extra help and more broken down explanations of the concepts. Students should not be passed into harder classes when they couldn’t manage the previous
Homework is defined as schoolwork that a student is required to be done at home. According to Allie Bidwell in the article “ Students spend more time on homework but teachers say it’s worth it “ High School students get assigned up to 17.5 hours of homework per week according, to a survey of 1,000 teachers. This is equivalent to having a part- time job. The board of education should take away homework because most kids don't have help at home, Most kids are involved in extracurricular activities, In-class assignments are beneficial. The board of education should take away homework because most people don't have help at home.
2.4 CHALLENGES OF CONTINEOUS PROFFESSINAL DEVELOPMENT (CPD) Lifelong development is a most for the production if we consider the enormous challenges of schools is increasing ,which means that teachers are being made to take more and more responsibility for the content the monitoring and evaluation of learning process going on their Class room. More over teachers are expected to contribute to the process of Curriculum reform and educational innovation and by continuously monitoring and address their professional development needs (Avila bile on line http//www.google.com/search). AS MOE (1998) stated that there are many aspects of challenge of continuous professional development. 2.4.1 IN ADEQUATE ENOUGH MATERIAL AND INFORMATION SYSTEM Due to the lack of resource the responsible bodies for CPD cannot provide enough training and development for teachers although teachers in some schools require to maximize use of exist resort but due to lack of available materials and hand books in the school besides some schools that found in remote areas are still now attribute conditions in terms using materials and getting update
Some teachers believe in the importance of assigning homework to students as they believe that from along time and homework is a mondatory thing in schools and make students always in touch with their lessons and give them the opportunity to revise what they learn constantly while many students belive that homework is ineffective and should be banned because they think that homework is not add any important think to them and homework is wasting for time . In some students opinion they see that homework is like slavery as it is basically forcing young students and children to do their home work . The other reason that students believe in is that homework increase stress on students because it take long time and it keeps students up late at night getting the work done . So one see that homework should be banned for many reasons as students
Teachers are being placed in the center of how schools function and are being asked to aid in crucial decisions about the academic direction of the school (Warren, 2016). Research by York-Barr and Duke (2004), states “teacher leadership roles range from assisting with the management of schools to evaluating educational initiatives and facilitating professional learning communities” (p. 1). While teacher leadership is evolving, the perceptions that teachers have regarding themselves as leaders has not truly been uncovered. This literature review is an attempt to highlight the research surrounding teacher leadership. It begins with the foundations of teacher leadership which includes the history of teacher leadership, the evolving definition of teacher leadership, and finally a summary of current teacher leadership development programs.
To answer these questions, Common Core researchers reminded teachers that assessment is an ongoing process and in order to improve teaching and learning, teachers must continually engage in assessment for the purpose of improving teaching and learning. With that being said, Common core developers have outlined the approach to assessing. To avoid layering on top of other assessments already being used, teachers and administrators will need to examine their assessment approaches so that testing continues to add to, rather than take away from teaching young children. To direct teachers in this approach, they would need to become familiar with the guidelines provided in the Common Core Standards. Next, in reference to assessment results being used for high-stakes such as grade retention, Common Core
A website also removes the excuse factor--"I didn 't know there was homework," "I forgot to write the homework down," or "What homework?" Having a website improves learning by putting the onus of responsibility for homework on the student. It improves and empowers learning by allowing the parents to partner with the teacher while remaining at home by being aware of classroom procedures, homework, etc. 6) Classroom Essential Agreements Essential agreements are agreements supplied either by the school, created by the teacher or collaborated by the class, for the class, to describe levels of respect within the classroom. Posting classroom essential agreements puts ownership for respect in the hands of all individuals in the room.